COVID-19 and pre-tenure counseling faculty: A collaborative autoethnographic investigation.

Higher education faculty worldwide experienced heightened stressors due to the COVID-19 pandemic, from completing their professional roles and responsibilities virtually to balancing personal and professional stressors. Consequently, the pandemic created many adjustments for pre-tenure counseling faculty across research, teaching, and service. In response to this pandemic, we explored the impact of the COVID-19 pandemic on the personal and professional lives of four pre-tenure counseling faculty members. Accordingly, we used collaborative autoethnography to investigate our experiences and narratives as pre-tenure counseling faculty, which resulted in seven overarching themes. We discussed the implications for practice, advocacy, education, and faculty training.

Social connectedness, mindfulness, and coping as protective factors during the COVID-19 pandemic.

The COVID-19 pandemic has had an unprecedented psychological impact, revealing immense emotional disturbances among the general population. This study examined the extent to which social connectedness, dispositional mindfulness, and coping moderate symptoms of anxiety and depression in 1242 adults under the same government-issued COVID-19 stay-at-home mandate. Participants completed measures of anxiety, depression, dispositional mindfulness, social connectedness, and coping, and regression analyses were used to examine associations and interaction effects. Results indicated that social connectedness and dispositional mindfulness were associated with reduced symptoms. For individuals living with a partner, decreased mindfulness and avoidant coping were associated with anxious symptoms. In households with children, overutilization of approach coping served to increase symptoms of depression. Results indicate the importance of considering social connectedness, mindfulness, and coping in counseling to enhance factors serving to protect clients during a public health crisis. Implications for professional counselors and areas of future research are discussed.

Psychological impact of coronavirus disease 2019 (COVID-19) social distancing mandates on trauma survivors.

Objective: Despite recognition that coronavirus disease 2019 (COVID-19) pandemic created an unprecedented impact on global mental health, information on the psychological health among trauma survivors during the COVID-19 pandemic is rare. We sought to examine psychological outcomes among individuals with preexisting traumatic experiences during COVID-19. Methods: We sampled 1 242 adults in the mid-Atlantic region of the United States under a state-issued Phase 1 stay-at-home mandate to examine associations between pre-pandemic trauma exposure as measured by the Brief Trauma Questionnaire (BTQ) and anxiety and depression, as measured by the Patient Reported Outcome Scale Anxiety and Depression (PROMIS-A and PROMIS-D). Results: Pre-pandemic trauma exposure among the sample was reported, with 281 (22.6%) participants identifying as experiencing one trauma, 209 (16.8%) reporting two, and 468 (37.7%) reporting three or more. As reported experiences of trauma increased, so did participant anxiety and depressive symptomatology. One-way Analysis of Variance indicated that reported trauma was significantly positively correlated with anxiety (P < 0.01) and depressive symptomatology (P < 0.01). Conclusion: Findings highlight the immense psychological toll of the COVID-19 pandemic, specifically with individuals who were previously exposed to trauma. Public health officials can encourage physicians, employers, and universities to screen patients, employees, and students to assess previous trauma, psychological functioning, and risk factors. Collaboration between physicians and mental health providers including psychiatrists, psychologists, counselors, and social workers to provide evidence informed rapid coordination of care can better meet the global mental health crisis that is arising as a result of this unprecedented global trauma.

Just Say Yes? A Cluster Analytic Approach to Evaluating College Students' Understandings of Affirmative Consent.

Affirmative consent policies on college campuses establish more stringent standards for inferring consent to sex. Although these policies often permit nonverbal communication of consent, they rarely outline finer-grained distinctions about which specific behaviors can stand-in for verbal affirmation. It thus remains possible that students hold different understandings of this policy vis-à-vis the nonverbals used to convey and infer consent, which could undermine the purported utility of affirmative consent initiatives. We presently sampled 442 college undergraduates and asked them to rate whether specific behaviors often present during sexual interaction constitute affirmative indicators of consent. We hypothesized that students would separate into one of three groups depending on how restrictive (e.g., verbal communication only), inclusive (e.g., verbal and clear nonverbals) or potentially non-diagnostic (e.g., sexual arousal, passivity) their behavioral definitions were of affirmative consent. Using cluster analysis, we ultimately identified two groups adhering to a restrictive versus more inclusive operationalization. The former cluster understood affirmative consent as comprising verbal affirmation with variable endorsements of specific nonverbals, whereas the latter consistently endorsed a broader set of nonverbals along with variable ascription to behaviors that do not strongly imply consent. Students in the more inclusive group were more sexually experienced, less likely to use condoms, and viewed casual sex more favorably; as well as were likelier to have received sexual assault education from their parents before and during college, as well as from social media. These findings suggest that subgroups of college students construe affirmative consent policy differently and that these understandings may relate broadly to an individual's sexual experiences, attitudes, and/or education.